Contents:

ITAAR Project: My Impact on Student Learning

French Revolution Song Assignment & Rubric

Participation Rubric

My Impact on Student Learning -

Targets -

Students will explain motivations for imperialism.
Students will define racism.
Students will discuss how colonial rulers justified the exploitation of native peoples.
Students will describe the challenges nations faced after gaining independence from colonial powers.
Students will define apartheid.
Students will evaluate apartheid legislation.
Students will analyze quotes from Nelson Mandela.
Students will describe the experiences of people living under apartheid.
Students will identify challenges that continue to face Africa.

The Instruction -

Lesson 1: Motivation for Imperialism

Welsh/Sprengel

Global Connections

Name: _________________________________________ Per: _______

Questions for Analysis:

Kipling's "The White Man's Burden" vs. Labouchore's "The Brown Man's Burden"

Are certain people defined as having or causing problems? What are the causes of the problem? What are the proposed solutions?

According to Kipling	According to Labouchore

Who are the heroes? Who are the villains?

According to Kipling	According to Labouchore

Is there a sense of “us” and “them” conveyed by the coverage? Who is the assumed reader?

According to Kipling	According to Labouchore

What is the overall message of the poem?

According to Kipling	According to Labouchore

Lesson 1 Assessment -

Exit Slip

Colonizing countries such as, ________________, established colonies in ________________ because of ________________, ________________, and ________________.

Lesson 2: Struggles of Independent Africa

Assessment -

Journal - How would you feel if you were a black South African living under the laws discussed? Which law do you feel is most upsetting? How would you try to challenge these laws? What adversity might you face doing so?

Lesson #3: The Struggle to End Apartheid/Africa's Challenges

Induction Set - Show side and picture regarding the Soweto uprising again.

Journal: Imagine you are a South African newspaper reporter. Write a headline and description of the events that took place during the Soweto uprising. How would a South African newspaper supporting apartheid portray events differently from one in favor of ending apartheid? What does this tell us about trusting primary sources from the past?

Assessment Activity -

Directions: Read the biography of Nelson Mandela with your partner and complete the chart that follows.

Nelson Mandela: The New South Africa's Founding Father

On May 10, 994, Nelson Mandela, once South Africa's most notorious political prisoner, became the country's first democratically elected President.

Mandela was born in 1918 in the village of Mvezo, where his father was a tribal cheif. In 1941, Mandela moved to Soweto, a huge black slum on the outskirts of Johannesburg. There he met Walter Sisulu, the local leader of the African National Congress, a group that opposed apartheid.

In 1961, Mandela became head of the A.N.C.'s new rebel army and was arrested the next year. Accused of a conspiracy to overthrow the state, he was found guilty and sentenced to life in prison. He began his twenty-seven year prison stay in 1963.

But as international condemnation of apartheid grew, Mandela became a symbol of South African oppression. By the mid-1980's under pressure from sanctions, the white government began to meet secretly with Mandela. In February 1990, President F.W. de Klerk decreed the start of a new order: All political prisoners would be released, and anti-apartheid organizations, like the A.N.C. would be "un-banned." A week later, Mandela was released from prison.

Over the next years, Mandela and De Klerk negotiated a new constitution. Apartheid laws were officially repealed in 1991. De Klerk and Mandela were awarded the 1993 Nobel Peace Prize for their efforts to end apartheid peacefully. In April 1994, millions of South Africans voted for the first time, and Mandela became President.

Nelson Mandela

Biographical Information
Challenges
Successes

Tactics Used to End Apartheid

	Description:	Example:
Protest
Boycott
Strike
Sanction
International Pressure

The Lesson Assessment -

Race, Imperialism, and South Africa Quiz

Matching: Write the letter of the correct answer on the line. (5 points) (Knowledge)

A. Zulu B. Apartheid C. Social Darwinism D. Dompas

E. Racism F. Bantustans G. Afrikaners H. Evolutionary Theory

1. ________ The belief that one race is superior to others

2. ________ The theory used to justify the belief that a particular race is superior to others

based on the concept of “survival of the fittest”

3. ________ Self-governing homelands, where a majority of South Africans were required to

live

4. ________ System of legal segregation and white minority rule in South Africa

5. ________ South African ethnic group, mainly of Dutch German, and French ancestry

Multiple Choice: Circle the correct answer. (3 points)

6. Race: (Knowledge)

a. is a socially constructed concept that classifies people based on physical characteristics

b. is a scientifically established categorization of people based on physical traits and capabilities

c. is a classification of people based only on the color of their skin

d. none of the above

7. If you know a person’s skin color, what can you determine about them? (Application)

a. whether or not they will have athletic talent

b. their blood type

c. their likelihood they will inherit a certain disease

d. none of the above

8. What is meant by the “White Man’s Burden?” (Knowledge)

It refers to a European feeling of superiority and their duty to civilize people around the world.
Marx describes the “White Man’s Burden” as the working class struggle for freedom and equality.
It is described as a European nation’s responsibility to become industrialized and set up colonies.
None of the above.

Chart Analysis: Use the following chart to answer questions 9-10. (4 points)

Apartheid and the People of South Africa

	Black	White
Population	19 million	4.5 million
Land Allocation	13%	87%
Share of National Income	Less than 20%	75%
Ratio of average earnings	1	14
Minimum taxable income	360 rands	750 rands
Doctors/population	1/44,000	1/400
Infant mortality rate	20% (urban) 40% (rural)	2.7%
Annual education expenditure per pupil	$45	$696
Teacher/pupil ratio	1/60	1/22

Figure 1: Disproportionate Treatment circa 1978. Source: [Leo80]

9. Describe two examples of racial inequality illustrated in Figure 1 above. (Analysis)

10. How did institutional racism in South Africa contribute to one of the examples you described above? (Application)

True/False: Circle T for TRUE and F for FALSE. (3 points)

T F 11. The Population Registration Act classified people according to their race

(ie. White, Bantu, Asian, or Colored). (Knowledge)

T F 12. In 1993 Nelson Mandela and F.W. De Klerk received the Nobel Peace Prize

for their efforts to end racist government policies in South Africa.

(Knowledge)

T F 13. A person’s race can be determined solely by the color of their skin. (Comprehension)

Short Answer: Answer the following questions using complete sentences. Make sure to answer each part of the questions. (5 points)

14. Nelson Mandela once said, "It is not the kings and generals that make history, but the masses of the people." What do you think he meant by this? Do you agree or disagree? Why?

(Comprehension and Evaluation)

15. Do you agree or disagree with the use of violence as a tactic to end apartheid? Why or why not? (Evaluation)

Analysis -

ITAAR MODEL - Stage 1: Identify[1]

I. Identify: The Student Achievement Problem and the Students

A. The Student Achievement Problem

i. Current Achievement

1. What is the current achievement level?

The class average was 48.5% on the pre-assessment.

2. How is the current achievement level being measured?

Current achievement is being measured with a 15 question assessment that includes matching (5), multiple choice (3), an interpretive exercise (2), binary choice (3), and free response (2).

3. How will the assessment data be stored?

The assessment data will be stored on the impact rubric and in my electronic gradebook. Pre-assessment scores will not be made public online or influence student grades.

Desired Achievement

4. What is the desired achievement level?

The goal is for a class average of 80% and no individual’s score below 70%.

5. What are the criteria that will define the desired achievement level?

Post-assessment scores and the class average will define the desired achievement level.

ii. Achievement Gap or Achievement Difference

1. What is the difference between the current and the desired levels of achievement?

Current achievement is 48.5% and desired achievement is 80%. The difference is 31.5%.

B. The Students: Description of the students who have the problem

i. Grouping:

1. What level of grouping is the student achievement problem experienced – individual, within the classroom, within the course, within the school, within the district?

The achievement problem is being experienced at the individual and whole class level.

ii. Characteristics:

1. What are the characteristics (i.e., demographic profile and learner profile) of these students?

The students with the lowest pre-assessment scores are students with disabilities that require accommodations. None of these students qualified for free/reduced lunch, but one is an English Language Learner. Three have specific learning disabilities and one also has ADHD in addition to learning disabilities. Lastly, one of the students identified to have a potential achievement problem has poor attendance.

C. Model Relevance: Relevance of the Model for this Problem

i. Relevance to this problem:

1. Would the use of data-based decision-making be worthwhile in attempting to resolve this achievement problem?

Yes, data will help me measure student achievement to determine whether students are meeting course objectives.

ii. Relevance to others:

1. Would the collection, analysis, and interpretation of research data on resolving this achievement problem be useful in the future or for others?

Sharing data that identifies and attempts to explain potential achievement problems within my classroom would certainly be of interest to my co-teacher and cooperating teacher. They may use the data to plan further interventions for struggling students. It will also be personally useful because it will allow me to reflect on my effectiveness as an educator.

ITAAR MODEL - Stage 2: Explain[2]

II. Explain: The Cause of the Problem

A. Possible Explanations

i. Possible Causal Factors:

1. Which individual or combination of factors (i.e. student, teacher, instructional, curricular, classroom, school, district, community, or home) might be relevant in analyzing the cause of the achievement problem?

There are many factors that are potentially relevant in analyzing the cause of the achievement problem. Because many of the students not meeting the individual target have disabilities, I will start but researching the disabilities these students have and how they might contribute to poor assessment performance. I will also analyze the results of test items to see if there is a pattern to the questions missed to determine if instruction about a certain topic may have been unsuccessful. Item analysis will also help me reflect on whether or not my objectives aligned to the assessment.

ii. Possible Explanations (Data):

1. What possible explanations could be generated from examining your data and information related to the factors?

After tallying my item analysis, I have determined that many students missed question #2 and #12. I do realize now that my instruction on Social Darwinism was brief and I only lectured about the topic. I believe I failed to make connections with student background knowledge to make the content more meaningful. Also, I simply never taught students about item #12. While they read biographical information about Nelson Mandela in class, the only time it was mentioned that De Klerk won the Nobel Prize with him, was within their textbook. I realize now that this question did not align with my objectives.

iii. Possible Explanations (Literature):

1. What possible explanations could be generated from examining the research literature (i.e. textbooks, theories) related to the factors?

Montalvo, G.P., Eric A. Mansfield, and Raymond B. Miller. “Liking or Disliking

the Teacher: Student Motivation, Engagement and Achievement.”

Evaluation and Research in Education 20, no. 3 (2007): 144-158.

This article argues that student achievement and motivation can be influenced by whether or not a student likes a teacher. The authors admit their conclusions are not based on experimental data but instead rely on a self-reported surveys of students. While the authors’ argument seems to be logical, I do not believe it has a strong scientific foundation. Perhaps my achievement problems were somewhat encouraged by students personal feelings about myself and their co-teacher, but I do not believe this could be the only factor. Also, I would like to think that I am caring, supportive and approachable as a teacher, which are characteristics that the article argues well-liked teachers display.

Meloy, Linda L., Craig Deville, and David A. Frisbie. “The Effect of a Read Aloud

Accommodation on Test Scores of Students With and Without a Learning

Disability in Reading.” Remedial and Special Education 23, no. 4 (July/August 2002): 248-255.

This article discussed what I believe to be one of the problems that contributed to my students’ achievement gaps. The article discusses how read aloud accommodations are helpful to obtain more accurate assessment score information from students with disabilities. The article actually cautions however that depending on the test, read aloud accommodations can sometimes offer students and unfair or unusually advantage over student who do not have assessments read to them. To mitigate this, the article supports having students with learning disabilities, read the assessment with help an extended time.

However, the authors also caution that not all assessments are equal so decisions about reading aloud must be made on a case by case basis. In regards class quizzes, students are not pulled out and read to during class. Accommodations are made during their resource period; however some students, including two of the students identified as having achievement problems did not choose to take advantage of these accommodations.

Sheridan, Susan M. “Homework Interventions for Children with Attention and

Learning Problems: Where Is the “Home” in Homework?” School

Psychology Review 38, no. 3 (2009): 334- 337

This article points to the fact that perhaps my students with ADD/ADHD had a difficult time or did not complete homework assignments that reinforce classroom instruction. The article then went on to discuss the important life skills homework also encourages. Finally the article addresses ways parents can intervene to encourage homework completion. Because the article did not focus too much on teacher accommodations that can be made to encourage homework completion, I found that the most helpful information within the article was the discussion of the correlation between instruction time and achievement. This made me consider how much time I spent on different objectives I assessed within my unit. I realize now there was an issue with how much time I spent on certain item.

iv. Possible Explanations (Experts):

1. What possible explanations could be generated from consulting local experts and colleagues about these factors?

I discussed the achievement problem with my cooperating teacher and special education co-teacher. After reviewing my test and objectives, both said my objective alignment may have been the issue in regards to the chart analysis and quote analysis questions because both of these questions depended more on skills that I did not focus on building during instruction.

My co-teacher also suggested test anxiety may have also contributed to the achievement problem. Finally, most of the students who did not earn the desired minimum score of 70% have IEPs that call for frequent review of course content and having tests read aloud to them. Not having the accommodations made during class caused many students to not take advantage of accommodations. Also, the limited time we had for review may also have contributed to the achievement problem.

B. Most Plausible Explanation:

a. Instinctual Explanation:

1. What was your initial possible explanation?

My initial explanation for the achievement problem was that I obviously did not provide adequate accommodations to students to allow all students to succeed. I probably could have provided a note guide during the two lessons I lectured to assist students with learning disabilities.

b. Supported Explanation:

1. What explanation is most supported by your data, the literature, and colleagues?

Seeing as three of the four students identified as having an achievement problem for this unit generally have read aloud accommodations for tests, I think not providing these accommodations during class for quizzes may have led to artificially lower test scores. It is class policy not to pull out students for quizzes. Instead they work on the quiz during the class period and if they need more time or need to have part of the quiz read to them, we have it sent to their special education resource teacher for them to read it during their resource period. I can tell from the test that only one of the three students with an identified achievement problem took advantage of accommodations for this quiz, so I think this is the most supported explanation for the achievement gap.

c. Instinctual vs. Supported:

1. In what ways does the “most supported” explanation differ from your initial possible explanation?

Both my instinctual and supported hypothesis related to accommodations, but I thought I was not providing enough accommodations during instruction. I thought I could have provided a note guide and reviewed the material more. The article I found focusing on accommodations illustrated that perhaps testing accommodations can produce unreliable assessment data. Perhaps the students identified as having achievement problems would have been more successful had they had the quiz read to them.

d. Most Plausible:

1. What is the most plausible explanation for the student achievement problem?

The most plausible explanation is that a combination of factors led to the achievement problem. Instruction and objective/assessment alignment as well as student study habits definitely influence test performance, I also believe the lack to quiz accommodations may have made the data less reliable. This achievement problem illustrates to me the importance of making all required accommodations to minimize error measured within student quiz results.

C. Potential for Resolution:

a. Amenability:

1. Are the factors which are related to the most plausible explanation amenable to change?

I believe the most plausible explanation is somewhat amenable to change. However, I am not certain it would produce results that would do away with the achievement gaps observed. I do believe offering these accommodations during class however may produce more reliable test results considering the assessment was aimed and measuring content knowledge and interpretative skills not measuring reading skills.

b. Control:

1. Can the student achievement problem be resolved through an intervention over which you have control?

While I did not personally have control over whether certain testing accommodations are granted to students for quizzes during class or outside of class, in the future, when I have my own classroom, I would encourage the social services department to offer accommodations to students during class, so they don’t feel pressured into not taking advantage of accommodations. I understand, as my co-teacher explained to me, that one goal of the social services department is to get students to advocate for themselves, I agree this is important but I think reliable data is also important.

Impact on Student Learning Assessment Rubric

Student Name or Code	Pre-Assessment Score	Post-Assessment Score	Differential	Assessment and Commentary on Differential Result(s)
1. Honey Oakwood	7/20	12/20	+ 5	Student did not meet 70% target. Potential achievement problem.
2. Moofasa	12/20	16/20	+4	Marked improvement, exceeds desired achievement level.
3. Smith III of Yorkshire	14/20	16/20	+2	Student met achievement target on pre-assessment. Still has potential for learning.
4. Brick	16/20	20/20	+4	Student exceeded achievement target on pre-assessment. Needs more challenging material.
5. Chuck Norris	10/20	17/20	+7	Marked improvement, exceeds desired achievement level.
6. Suzie	9/20	14/20	+5	Marked improvement, meets desired achievement level.
7. Winston Zedmore	5/20	9/20	+4	Student did not meet 70% target. Potential achievement problem.
8. Avery Sterling	14/20	18/20	+4	Student met achievement target on pre-assessment. Still has potential for learning.
9. Bobby Boushe	6/20	16/20	+10	Marked improvement, exceeds desired achievement level.
10. Big Foot	7/20	14/20	+7	Marked improvement, meets desired achievement level.
11. Roach	11/20	17/20	+6	Marked improvement, exceeds desired achievement level.
12. Todo	5/20	16/20	+11	Marked improvement, exceeds desired achievement level.
13. Taco	6/20	15/20	+8	Marked improvement, exceeds desired achievement level.
14. B.A. J.	12/20	19/20	+7	Marked improvement, exceeds desired achievement level.
15. Champ	13/20	20/20	+7	Marked improvement, exceeds desired achievement level.
16. Sweeny Todd	14/20	20/20	+6	Student met achievement target on pre-assessment. Needs more challenging material.
17. Boese	11/20	17/20	+6	Marked improvement, exceeds desired achievement level.
18. Soup	6/20	7/20	+1	Student did not meet 70% target. Potential achievement problem.
19. Austin Powers	13/20	15/20	+2	Marked improvement, exceeds desired achievement level.
20. Finnegan Livery	9/20	18/20	+9	Marked improvement, exceeds desired achievement level.
21. Great Guy	4/20	10/20	+6	Student did not meet 70% target. Potential achievement problem.
22. Baby 16^th	11/20	15/20	+4	Marked improvement, exceeds desired achievement level.
23. The Man E.	8/20	12/20	+4	Student did not meet 70% target. Potential achievement problem.
TOTALS:	223/460	353/460
Sample Average	48.5%	76.7%	+ 28.2%	Major improvement overall, class average still falls short of desired achievement level

Reflection

What did the assessment of student learning teach you about your teaching?

The assessment of student learning taught me that my teaching is not as effective as it needs to be for some students to succeed academically. The item analysis for my assessment illustrated to me just how important it is to make sure I am assessing only the content that I have covered in class, whether it is related to objectives or not. I have also learned how easy it is to misalign assessments to objectives. All too often I write objectives that do not necessarily require higher order thinking skills, even if those skills are used during instruction. I need to be more careful about how I writing my objectives because they really guide what I should expect students to be able to do on instructions and they serve as a guide for student to know what I expect of them.

How do you plan to incorporate the information you have learned into future lessons and assessments?

The most important thing I have learned from this project is where to look for verified data based research about education topics. I will use this knowledge in the future to access information relating to a variety of topics that will guide my instructional decision making. In the future I will also be sure to offer all students proper accommodations for both quizzes and tests because otherwise, error may potentially be affecting the data for some students. While I want to make clear accommodations were never denied, only delayed, some students do not then take advantage of them and I believe this creates error. I found that if read aloud accommodations aren’t met students may actually know the content and not be able to demonstrate it on the quiz. This makes the quiz simply a tool for assigning grade instead of an assessment producing reliable data that I use to modify future instruction.

How do you plan to utilize the assessment of your impact on student learning in your future lessons?

I feel that my conclusions for this assignment oversimplify my classes’ achievement problems. I must recognize that there are many factors that can together create achievement problems. I clearly cannot assert that had the test been read to my students the achievement problems would have disappeared. They may have been minimized and would have produced more reliable data. In the future I will used the this assessment to remember the importance of collecting valid and reliable data. Also, I know I did have an issue with alignment of objectives and the assessment in regards to a few test items. In the future, I will be more aware of the importance of making sure my test assesses the objectives I taught. Creating tables of specifications will help me do this.

How do you know your students are learning what you are teaching? What will you do if you discover that they are not learning what you thought you were teaching them?

I know students are learning what I am teaching them only if I assess their learning properly. I will continue to do this through both formative and summative assessments. I also believe in the use of alternative assessments that diminish the effects of test anxiety affecting data about what students learn. When I discover students have not learned what I thought I was teaching them, I will take the time to re-teach the material. When only a few students have not met expectations I will do my best to develop interventions to assist these students and make sure accommodations are provided to them conveniently.

[1] @ 2006 ITAAR Project Northern Illinois University Revised: 11/07/2006 Modified 01/15/2007, 8/2009

http://www.cedu.niu.edu/pt3/ITAAR/index.html

[2] @2006 ITAAR Project Northern Illinois University Revised 11/7/2006 Modified 1/15/2007, 8/2009

French Revolution Song Listening Log and Rubric -

Name:________________________ Group: ____________________ Period:________

Ø CHALLENGE #4: ROCK BAND CHALLENGE

Ø TASK: SONG

Ø DUE DATE: 2/12/10

1. Each team should present a song representing its social team's woes and/or experiences.

2. This song can be completely original and sung by the team or it can be a song played for the class. The words of another song can be adjusted to address the team's needs as well.

3. Each team must type out the words and write a paragraph explaining why they chose this song.

4. SONGS MUST BE TRANSFERRED TO A CD. IT IS YOUR RESPONSIBILITY TO MAKE SURE THE CD WORKS PROPERLY. (Feel free to stop in after school one day and test it out on our CD player).

French Revolution Songs: Listening LogDirections – Complete the chart below as we listen to each of the songs groups present.

Team:	Song/Artist:	Lyric that Relates to Social Class & Why:
1 – Peasants: - resent feudalism - respect king, nobles, & church but resent their power - little say in government & pay majority of taxes
2 – Bourgeoisie (City-Dwelling Middle-Class): - resent unfair representation in government - resent kings taxes and regulations on business
3 – San Culottes (Urban-workers): - reject the authority of the king - disapprove of the titles of the nobility - believe in capitalism/free trade - want government control of church
4 – Nobility: - support the voting patterns of the Old Regime (1^st and 2^nd estate outvotes 3^rd) - enjoy privilege of paying very little to no taxes - resent peasants refusing to pay feudal dues/join military
5 – Jacobins (radicals): - demand all citizens can vote regardless of class/education - believe governmental power should lie in the hands of the people - support execution of the king
6 – Royalists: - support absolute monarchy - support the feudal system - allied with nobility and clergy (church) - believe social classes are ordained in heaven

SONG RUBRIC

Content

-Information given in the song agree with the

social class position assigned

-Words and title of the song are typed

-A logical explanation of how the song applies

to the French Revolution must be provided

-Clear understanding of the classes’ woes/experiences

is provided

___/ 8 pts.

Use of Resources

- Uses technology or talent to present song

___/ 2 pts.

Mechanics and Language Usage

- Error-free lyrics and explanation

- Accurate spelling and punctuation

___/ 2 pts.

Presentation

- Cover sheet with names

- Neatly typed

- Creativity

- Listening logs are completed (5 pts.)

___/8 pts.

TOTAL: ____/20 pts.

Participation Rubric -

My Teaching Blog

Assessments

Race, Imperialism, and South Africa Quiz

SONG RUBRIC